Teaching Diversity Through Inclusive Design Case Studies

1. Teaching Diversity Through Inclusive Design Case Studies Rose-Hulman Institute of Technology, CPB/WGBH National Center for Accessible Media, and Education Development Center L. Goldberg, E. Jolly, J.P. Mellor, B. Moeller, M. Rothberg, R. Stamper, and M. Wollowski

2. What is Inclusive Design? Inclusive design of technology means developing systems flexible enough to serve the broadest possible range of users. Inclusive design calls for adaptable interfaces to be built into the product early in the design phase, producing systems more easily used by everyone.

3. An Example of Inclusive Design

4. Why Use Inclusive Design? • It’s the “right” thing to do • Legally mandated in some cases • Increase market share and improve products • Benefits for many users

5. Principles of Inclusive Design • Equitable Use: does not disadvantage or stigmatize any group of users. • Flexibility in Use: accommodates a wide range of individual preferences and abilities. • Simple, Intuitive Use: easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. • Perceptible Information: communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

6. Principles of Inclusive Design, cont. • Tolerance for Error: minimizes hazards and the adverse consequences of accidental or unintended actions. • Low Physical Effort: can be used efficiently and comfortably, and with a minimum of fatigue. • Size and Space for Approach & Use: appropriate size and space is provided for approach, reach, manipulation, and use, regardless of the user's body size, posture, or mobility.

7. Engineering Education for Inclusive Design • Future engineers need to be more responsive to the needs of different countries, cultures, and people • Students need to learn to design for users other than themselves • Case studies are a good vehicle for expanding their horizons

8. Case Studies on Inclusive Design • Ideal for a student-centered, industry-oriented curriculum • Expose students to the complexity of the real-world design process • Illustrate the impact of incomplete or delayed information about product capabilities, performance requirements and/or desired feature sets • Reflect the connection between technical innovation in the laboratory, its application within a product, and its impact on end users

9. Talking ATM Case Study • Real-world events • A familiar product with clear links to daily life • Technical constraints on possible solutions require creative thinking • Results came from cooperation between banks, consumers, and technology companies • Attention to both the specific topic (interface design) and the decision making process to ensure relevance across the engineering curriculum

10. Inclusive Design inComputer Science Big aspect of early courses is the software design process,so add a component to the group project assignment where: - Groups study the ATM case - Different groups will assume roles of: Software designer Legislator Interest Group Manager - Groups study issues from their perspective - Based on group input, a single project design is developed - Groups decide which aspects of the design to implement

11. Inclusive Design inMechanical Engineering In the Talking ATM case, the interface itself is less relevant to ME, but the decision making process is an important focus. This course will use the same case but focus on how the engineering decisions are made, who has responsibility for decisions, what constraints limit choices, and how the best solution is decided on.